REFERENCES
- Abelson, R.P. (1985). A variance explanation paradox: When a little is a lot. Psychological Bulletin, 47, 126–133.
- Blachman, B.A., Schatschneider, C., Fletcher, J.M., Francis, D.J., Clonan, S.M., Shaywitz, B.A., & Shaywitz, S.E. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96, 444–461.
- Blachman, B.A., Schatschneider, C., Fletcher, J.M., Murray, M.S., Munger, K.A., & Vaughn, M.G. (2014). Intensive reading remediation in Grade 2 or 3: Are there effects a decade later? Journal of Educational Psychology, 106, 46–57.
- Bloom, H.S., Hill, C.J., Black, A.R., & Lipsey, M.W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Educational Effectiveness, 1, 289–328.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- James, B. (1983). The Bill James baseball abstract. New York: Ballantine Books.
- Lipsey, M.W., Puzio, K., Yun, C., Hebert, M.A., Steinka-Fry, K., Cole, M.W., … Busick, M.D. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms . (NCSER 2013-3000). Washington, DC: National Center for Special Education Research, Institute of Educational Sciences U.S. Department of Education. . Retrieved from http://ies.ed.gov/ncser/pubs/20133000/
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: Government Printing Office.
- Petrill, S.A. (2013). Relating reading comprehension to language and broader reading skills: A behavioral genetics approach. In B. Miller, L. Cutting, & P. McCardle (Eds.), Unraveling the behavioral, neurobiological, and genetic components of reading comprehension (pp. 193–202). Baltimore, MD: Brookes.
- Scammacca, N., Fall, A., & Roberts, G. (2014). Benchmarks for expected annual growth for students in the bottom quartile of the normative distribution. Manuscript submitted for publication.
- Steering Committee of the Physicians' Health Study Research Group. (1989). Final report on the aspirin component of the ongoing Physicians' Health Study. New England Journal of Medicine, 321, 129–135.
- Stuebing, K.K., Barth, A.E., Cirino, P.T., Francis, D.J., & Fletcher, J.M. (2008). A response to recent reanalyses of the National Reading Panel Report: Effects of systematic phonics instruction are practically significant. Journal of Educational Psychology, 100, 123–134.
- Torgesen, J.K., Alexander, A.W., Wagner, R.K., Rashotte, C.A., Voeller, K.K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33–58.
- Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students. Journal of Learning Disabilities, 45, 244–256.
- Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., & Fletcher, J. (2012). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45, 515–525.